Tag Archives: educational technologies

ETEC 590, Spiral

ETEC590 Artifact

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Web of Learning Artifact Collection

This entire e-portfolio is a result of the work I’ve done during the MET program. This capstone project for the ETEC590: Graduating Project course required a more thoughtful artifact selection process, which “demonstrate achievement of specific standards or goals” (Barrett, 2000).

It’s my personal goal to continue with exploring educational technologies, learning and trying things which are new to me. Because of those values I decided to present my e-portfolio artifacts using StoryMap JS. This is the first StoryMap I’ve created. In essence I ended up doubling the workload for myself. However, as result of the extra effort  my e-portfolio viewers are able to see the 10 artifacts I selected presented through another medium.

If you are having trouble viewing the multimedia StoryMap graphic above, or you want to see a full screen version, visit this link: http://ow.ly/4fkk303S7Lu

The artifacts shown in the StoryMap are all the same artifacts as what is presented in this e-portfolio, just in a different format.

References

Barrett, Helen. (2000) The Electronic Portfolio Development Process. Chapter from American Association for Higher Education (AAHE). Retrieved from: http://electronicportfolios.com/portfolios/aahe2000.html

ETEC 565, Spiral

ETEC565 Artifact

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ETEC565A E-Portfolio Site

In this course, all the students created an e-portfolio which was connected to the course New Learning Space WordPress site.  The integrated design of the course activities allowed us to build our own e-portfolio artifacts, as well as access course content and be able to interact and share with classmates.

It has been noted that the use of e-portfolios “can serve as an authentic assessment tool that provides a rich repository of information about teaching and learning” (Morris, 2008). The e-portfolio assignments for the ETEC 565 course  included formative portfolio reflections, which are typically designed to occur at significant points in the learning process (Barrett, 2000) in the formative e-portfolio. Studies had shown that learners become empowered through the reflective cycle associated with e-portfolio-based learning , “but it should not be assumed that this will occur without guidance or design”(Sutherland & Powel, 2007). The ETEC 565 course activities and assignments provided the design, and the instructor provided the guidance. I was impressed with how well the learning activities fit the learning content for this course.

Screen Shot 2016-06-18 at 2.13.10 PM
Click on image to view ETEC 565 e-portfolio artifact.

The ETEC 565 e-portfolio’s we created  were required for the final course assessment, and therefore served as summative assessment of the learning as well.  Educators are using e-portfolios as they “offer a formative and summative assessment tool that simultaneously demonstrates technology skill” (Morris, 2008).

This is the first time I have taken a course which integrated the course content, content creation, and peer feedback in this manner. It had it’s challenges (most technical) and benefits, but the benefits were worth it.

Here is the link to the e-portfolio website: https://blogs.ubc.ca/gilletec565a/

References

Barrett, Helen. (2000) The Electronic Portfolio Development Process. Chapter from American Association for Higher Education (AAHE). Retrieved from: http://electronicportfolios.com/portfolios/aahe2000.html

Morris, Joyce. (2008). Electronic portfolios for learning and assessment. Retrieved from: http://web.archive.org/web/20081205000400/http://www.uvm.edu/~jmorris/site2000electport.html

Sutherland & Powell (2007) JISC Effective Practice with ePortfolios. Retrieved from: http://www.webarchive.org.uk/wayback/archive/20140615090512/http://www.jisc.ac.uk/media/documents/publications/effectivepracticeeportfolios.pdf

 

ETEC 540, Spiral

ETEC 540 Artifact

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Exploring SocialBook Web Page

Socialbook
Click on thumbnail image to visit the artifact website.

In the ETEC 540: Text Technologies: The Changing Spaces of Reading and Writing course, I contributed to a group project creating a Weebly website. Our group project was examined SocialBook, a technology for collaborative reading— which, while a great idea, never caught on.

I chose this artifact as part of the ETEC590 capstone project because it fits with the web metaphor. For our group project we explored SocialBook through the lens of how the technologies modifies the reading and writing processes and collaboration process. But as I reflected on the course afterwards, I realized that aspects of this project intersect which the knowledge I gained in the  ETEC 565A: Learning Technologies: Selection, Design and Application course.

ETEC 510, Radius

ETEC 510 Artifact

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PowToon

For the ETEC510: The Design of Technology-Supported Learning Environments course artifact I had intended on showing the Stop Motion artifact, but I realized that I had already posted a reflection about it several months ago. The other major project for this course was a group project where we created an E-portfolio Learning Commons website, which would be a nice artifact to showcase as well. Obviously, I was really excited about the projects for that course. I decided to use a PowToon video I made about game-based learning. I selected this because this artifact touched many topics, from producing educational content, applying learning theory and technology design.

Previous to taking the MET program, I did not perceive game-based learning as a solid teaching strategy. While, I believed it was engaging for students, but I did not think it was particulary useful for learning. Through this project I learned about how game-based learning can be both engaging and effective. I realized how well established the practice is and how it can be effective for teaching.

ETEC 511, Radius

ETEC 511 Artifact

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Research Paper

Image by Christopher P. Michel from Wikipedia (CC BY 2.0)

In the ETEC511: Foundations of Educational Technology we explored the history of educational technology. This course helped me to make the connection with historical ways of thinking and historical use of educational technologies, such as the lecture or the pencil and current practises.

For the ETEC511: Foundations of Educational Technology course artifact I selected my research paper titled, “The Lecture: Is it Dead, or Dying, or Here to Stay?“, as an artifact. In this course we defined and explored what educational technologies actually are. Prior to this course, I did not think of things like, pencils, chalkboards, slates or the lecture as educational technologies. By the end of the course I learned a great deal about the history of educational technologies, and the ways advances in educational technologies have been made by “standing on the shoulders of giants”. In combination with ETEC 512, I was able to  understand the relationship between learning theories and the educational technologies within a historical context as well as with current practices.